Dropping out of school at a very early age is a nationwide phenomenon which is hampering the process of universalizing education, mainly in rural areas. The magnitude of the problem is very acute in government schools in rural parts of Madhya Pradesh and Chhattisgarh, India. However, the process of dropping out is more of serious concern in the present context when children are silently excluded from the school and are at the risk of dropping out, due to certain contributing factors and processes making this phenomenon acute one. It is self-evident that because the children are from low castes and tribes, their low socio-economic backgrounds and passive learning experiences in schools might make them more at risk of dropping out. A similar situation is also experienced in case of girls from diverse socio-economic backgrounds. This paper attempts to provide an in-depth understanding about the magnitude and process of the phenomenon of girls’ dropping out of school in India, and also challenges the notion that dropouts are a homogenous category. It explores the idea that dropping out is not a single event, rather a process.
|Keywords:||Girls at Risk, Silent Exclusion, Dropping Out, Passive Learning Experiences|
Doctoral Student, Central Institute of Education , Department of Education, University of Delhi, New Delhi, India